CONCERT ORCHESTRA Concert Orchestra is offered to all students, grades 9 – 12, who currently play an orchestral instrument; violin, viola, cello, bass. Students taking this class will work individually and collaboratively to improve ensemble rehearsal and performance techniques, instrumental techniques, music literacy and musicianship. As performance based classes, all orchestras with the exception of extension courses will progress through a 4 block Repertoire Cycle in which in-depth study on designated time periods and genres will be emphasized. All orchestras will be on the same block each year to ensure that students will have studied and performed all time periods and genres after four years regardless of ensemble. Concert Orchestra is a full year course that meets twice in each four day rotation and includes one small group lesson per rotation in which individual string skills will be developed. Lessons will take place during the school day with the orchestra director or other FPS music teacher specializing in orchestra. Lessons will be scheduled in homogeneous instrument groups of no larger than three students at the same skill level. Students may choose to fulfill their orchestra lesson requirement by taking weekly private lessons with a qualified instructor outside of school at their own expense. Students who participate in weekly private lessons are required to have their private teacher complete the private lesson progress form and return it to their orchestra director regularly. Participation in all scheduled rehearsals, concerts and other performing events as listed in the Orchestra Handbook are required. Adherence to department policies including the Code of Ethics and performance dress code is also required.
Course Overview All students in the Fairfield Orchestra Program progress Course Goals Artistic Processes through an Ensemble Sequence and instrument specific Students will have the ability to • Create Skill Levels. understand and engage with music in a • Perform number of different ways, including the • Respond Fairfield’s Orchestra Program Ensemble Sequence creative, responsive and performative • Connect artistic processes. They will have the Grade/Course Instrument Ensemble ability to perform music in a manner that Anchor Standards Skill Level Sequence Marker illustrates careful preparation and reflects • Select, analyze, and interpret artistic work th 4 Grade Orchestra I Novice an understanding and interpretation of the for presentation. th 5 Grade Orchestra II Novice selection. They will be musically • Develop and refine artistic techniques and 6th Grade Orchestra III Intermediate literate. work for presentation. 7th Grade Orchestra IV Intermediate 8th Grade Orchestra V Proficient • Convey meaning through the presentation Students will be artistically literate: they of artistic work. Concert Orchestra VI Accomplished will have the knowledge and • Perceive and analyze artistic work. Symphonic Advanced understanding required to participate VII Orchestra authentically in the arts. They will have • Interpret intent and meaning in artistic work. Chamber Orchestra *Extension Advanced+ the ability to transfer arts knowledge, Course skills, experiences and capacities and • Apply criteria to evaluate artistic work. make connections to other subjects and settings to promote and enhance lifelong • Synthesize and relate knowledge and learning. personal experiences to make art. • Relate artistic ideas and works with Ensemble Goals societal, cultural, and historical context to 1. Conveying Ideas: each student deepen understanding. effectively and musically demonstrates ensemble performance techniques including responding to conductor’s cues and adjusting balance and blend in formal concert settings. 2. Communicating and Collaborating: each student participates in the group, taking individual responsibility for using strategies that effectively fulfill ensemble purpose and goals. 3. Creating and Constructing: student constructs an original composition or phrase, rhythmic or melodic, from the synthesis of existing ideas and information and can explain his/her individual creative process. 4. Exploring and Understanding: Student analyzes key issues and develops a detailed plan sufficient to address the task, independently creates and follows appropriate practice strategies to maximize time and effort. 5. Adhere to proper performance etiquette, concert dress, response to audience, and behavior when not engaged in active performance.
Small Group Lesson Goals 1. Complete Skill Level VI of the Fairfield Public School orchestra program.. 2. Demonstrate proper care and maintenance of their instrument.
Summary Ensemble Skill Objectives Summary Small Group Lesson Skill Assessments Used in all Summary Objectives for all students Objectives regardless of instrument. Ensemble Assessments Fairfield Skill Level VI • Ensemble Performances Skill Level VI • Concert Evaluation Students will: Students will: • District-wide Mid-Year Assessment • Identify, enumerate and perform the following • Master range, tone production, • District-wide Final Assessment rhythms in simple meter: eighth/sixteenth shifting, articulation, phrasing, major, • Ensemble Rehearsal Skills Rubric note/rest combinations, dotted quarter/eighth minor and chromatic scales in note/rest combinations, syncopation, quarter and accordance with Fairfield Skill Level Small Group Lesson Assessments eighth note triplets VI. • Weekly Lesson Rubric • Identify, enumerate and perform the following • Evaluate their own performances and • Mid Year Performance Rubric rhythms in compound meter: eighth, quarter, compare and contrast them to • Mid Year Skill Level VI Rubric dotted quarter, triplet notes/rests performances of others, both • Final Assessment -Solo individually and within a small group • Play and read in 4/4, 2/4, 3/4, 2/2, 6/8 time lesson. signatures • Perform dynamic levels of pp, p, mp, mf, f, ff
• Identify aurally and visually the following
intervals: P1, M3, P4, P5, and P8.
• Identify all major key signatures. • Students assimilate the following terms and symbols into their vocabulary and performances: piano, mezzo piano, mezzo forte, forte, crescendo, decrescendo, treble clef, bass clef, alto clef, measure, repeat sign, double bar line, key signature, bow lift, up bow, down bow, tie, slur, staccato, plucking, bowing, hooked bow, double stops, detached pizzicato Common time, sharp, flat, natural, fermata, unison, divisi, fortissimo,
diminuendo, accent, ritardando, tempo, a tempo, allegro, andante, moderato, coda, D.C. al fine, D.C. al coda, 1st and 2nd endings, D.S., tone, legato, arco, detache, martele, intonation, caesura, pianissimo, adagio, cantabile, interval, maestoso, dolce, arpeggio, spiccato, vibrato, tremolo, balance point, presto, portato, solo, soli, tutti, largo, trill, grace note, glissando, allegro moderato, meno mosso, piu mosso, sfzando, marcato, grand martele, retake, 1 measure repeat sign • Students will identify and perform the following terms and symbols: accelerando, agitato, allegretto, andantino, largo, leggiero, natural harmonic, pesante, phrase, poco a poco, rallentando, resonant tone, ringing tones, sempre, simile, sul ponticello, subito, tacet, marcato, espressivo, forte piano, tonic, and up bow retake, simple meter, compound meter • Play and memorize major scales and arpeggios within the Fairfield Level VI Skill Level listed range: C, D, G and F. • Read and play scales and arpeggios; major: Bb and Eb; minor: a, d and g; and chromatic.
CREATING Conceiving and developing new artistic ideas and work. Enduring Understandings • Musicians’ creative choices are influenced by their expertise, context, and expressive intent. • Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Questions • How do musicians make creative decisions? • How do musicians improve the quality of their creative work?
Process Components: Plan and Make, Evaluate and Refine
Repertoire Tasks Assessment
• Original rhythmic compositions. • Students will compose (plan and make), • Self-assessment checklist evaluate and refine as necessary an original • Peer evaluation of individual eight measure rhythmic composition in 4/4 compositions performed during time. The piece must utilize dotted rhythms, sectional or ensemble rehearsals syncopation and sixteenth notes and rests. • Composition Rubric
PERFORMING Realizing artistic ideas and work through interpretation and presentation. Enduring Understanding • To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. • Musicians judge performance based on criteria that vary across time, place and cultures.
Essential Questions • How do musicians improve the quality of their performance? • When is a performance judged ready to present?
Process Components: Analyze, Interpret, Rehearse, Evaluate, Refine, Present
Repertoire Tasks Assessment
Ensemble Ensemble Ensemble • The Fairfield Public Schools Orchestra Students will: • Formative rehearsal evaluation using Program follows a Repertoire Cycle. • Perform, from memory, C, D, G and F major district-wide ensemble rehearsal skills Concert and Symphonic Orchestras will scales and arpeggios. rubric. complete an in-depth study of and perform • Read and play A, E, Bb, Eb major and a, d, g • Ensemble improvement on targeted music from one block of the Repertoire minor scales and arpeggios, and a 2 octave instrumental techniques, ensemble Cycle each school year. After four years in chromatic scale. skills and elements of music during the Orchestra Program, all participating • Rehearse and perform orchestral literature, rehearsals students will have studied every genre in NYSSMA grade 3, demonstrating appropriate • Summative recorded assessments the Repertoire Cycle. dynamics, balance and blend while following a • Concert performances • Students will perform grade level appropriate conductor’s non-verbal directions. orchestral arrangements representing a o Analyze & Interpret pitches, rhythms, Small Group Lesson Assessments variety of genres that include Fairfield’s note values, dynamics, and articulations • Weekly Lesson Rubric Skill Level VI objectives. o Evaluate & Refine ensemble balance, • Mid Year Performance Rubric blend, intonation and articulation. • Mid Year Skill Level VI Rubric • Rehearse, refine, evaluate and present • Final Assessment -Solo Orchestra literature corresponding to the FPS Repertoire Cycle in both class and formal concert settings, with characteristic tone and attention to intonation. • Work collaboratively in a sectional setting to improve on instrument/section specific musical
and technical challenges within the current repertoire.
Small Group Lesson Students will individually perform designated lesson material: • Individually analyze, rehearse, refine and present designated lesson material, including major and chromatic scales; with range, tone production, shifting, articulation, phrasing in accordance with the requirements of Fairfield Skill VI. • Employ the use of a tuner to improve intonation and ability to adjust pitch. Small Group Lesson • Employ the use of a metronome to reinforce Students will utilize the grade level appropriate their understanding of tempo markings and method books, etude books, and solo repertoire that improve their ability to maintain a steady include Fairfield’s Skill Level VI objectives and tempo as technical demands increase. meets the individual needs of the student musicians.
RESPONDING Understanding and evaluating how the arts convey meaning Enduring Understanding • The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria based on the elements of music. (PROGRESSIVE BY LEVEL)
Essential Question • How do we judge the quality of musical work(s) and performances?
Process Components: Analyze, Interpret, Evaluate
Repertoire Tasks Assessment
Ensemble Ensemble Ensemble • The Fairfield Public Schools Orchestra Students will: • Ensemble improvement on Program follows a Repertoire Cycle. • Analyze and discuss targeted instrumental targeted instrumental techniques, Concert and Symphonic Orchestras will techniques, ensemble skills, and elements of ensemble skills and elements of complete an in-depth study of and perform music during rehearsals music during rehearsals music from one block of the Repertoire • Evaluate, in writing, the quality of their own • Written evaluation of Cycle each school year. After four years in performances by describing the uses of performances the Orchestra Program, all participating elements of music and expressive devices • Mid Year Assessment students will have studied every genre in • Demonstrate knowledge of music vocabulary • District wide Final Assessment the Repertoire Cycle. • Make informed, critical evaluations of the • Students will perform grade level quality and effectiveness of performance Small Group Lesson appropriate orchestral arrangements • Apply evaluation criteria to their personal • Individual improvement on representing a variety of genres that include participation in rehearsals and curricular targeted instrumental techniques Fairfield’s Skill Level VI objectives. concerts • Group discussion of problem • Identify aurally and visually all major and solving strategies during at home perfect intervals. practice • Weekly lesson rubric Small Group Lesson Students will: • Make informed, critical evaluations of the quality and effectiveness of their performances
• Through analysis and evaluation, apply problem solving strategies during home practice
Small Group Lesson Students will utilize the grade level appropriate method books, etude books, and solo repertoire that include Fairfield’s Skill Level VI objectives and meets the individual needs of the student musicians.
CONNECTING Relating artistic ideas and work with personal meaning and external context. Enduring Understanding • Understanding connections to varied contexts and daily life enhances musicians’ creating, performing and responding.
Essential Question • How do the other arts, other disciplines, contexts, and daily life inform creating, performing and responding to music?
Process Components: Compare and Contrast, Analyze, Interpret, Evaluate
Repertoire Tasks Assessment The Fairfield Public Schools Orchestra Program Students will: Students will answer the focus genre questions. follows a Repertoire Cycle. Concert and • Analyze, interpret and demonstrate Symphonic orchestras complete an in-depth study knowledge of key characteristics of of and perform music from one block of the repertoire cycle genres as they relates Repertoire Cycle each school year. After four years to the elements of music and cultural; in the Orchestra Program, all participating students and historical connections. will have studied every genre in the Repertoire • Compare and contrast Orchestra Cycle. Repertoire performed from the Repertoire Cycle with Orchestra Repertoire from other genres.
Connecting Focus Questions By Genre:
Block One: Renaissance, Baroque, Classical
Q - Why was music important in the Renaissance Period? A- Because music was an important part of civic, religious and courtly life. The most important music was composed for use by the church.
Q – Describe the instrument and bow in the Renaissance Period? A- String instruments were viols and were supported without endpin or chinrest and rested casually on the body.
Q- How did the physical characteristics of the instrument contribute to the overall music and sound in the Renaissance Period. A- Music was very simple because of the limitations of the instrument.
Q - What are the physical characteristics of the instrument and bow in the Baroque Period? A- Shorter neck, gut strings, convex arched bow, bow hold.
Q- How did the physical characteristics contribute to the overall sound and articulation in the Baroque Period? A- Smaller dynamic and note range, mellow tone, decay of longer tones/inability to sustain, limited articulation
Q- What are the performance techniques in the Baroque for string instruments? A – Very little vibrato, highly ornamented with more freedom of personal expression
Q – How did the physical characteristics of the instrument and bow change in the Classical Period? A- Longer neck, invention of the current bow by Francois Tourte which was shorter in length, stronger and concave arch.
Q- How did the physical characteristics contribute to the overall sound and articulation in the Classical Period? A- Greater dynamic and note range, shifting into higher positions, ability to sustain longer tones, added articulations in particular spiccato,
Q- What are the performance techniques in the Classical Period for string instruments? A –Consistent vibrato speed, more structure and dominance in the upper string part, emphasis on left hand technique
Block Two: Folk, 20th Century/Contemporary
Q - What is Folk music? A - type of traditional and generally rural music that originally was passed down through families and other small social groups. Typically, folk music, like folk literature, lives in oral tradition; it is learned through hearing rather than reading.
Q - What are the characteristics of American folk music? A - • Acoustic instruments
• Simple chord progressions such as C-F-G or Am-G • Simple time signatures such as 3/4 or 4/4 • "Sharp" or natural keys such as C, D, E, G or A • Simple scales such as pentatonic minor (blues), pentatonic major, major, melodic minor and mixolydian. • Simple melodies based on tropes from Irish, Scottish and English music of the 1600-1700s OR simple melodies based on African American music of the 1800s (or earlier).
Q - What are the string performance techniques of American fiddle music? A - string crossings, double stops, slides, percussive bowings (chop), shuffle bowing
Q - What are the melodic characteristics of 20th Century/Contemporary music?
A - • Jagged with large intervals, but they can also be smooth and easy to sing too • Increased ranges from very high to very low • Special techniques to create new and unique sounds on the instrument
Q - What are the rhythmic characteristics of 20th Century/Contemporary music? A - • Meter commonly makes groups of 5 or 7 beats • Meter can change suddenly & frequently • Sometimes two or more rhythms are played at the same time • Extreme tempos. Tempo changes may be sudden or gradual • Use of ostinato to create power and excitement
Q - What are the extended string techniques used in the 20th Century/Contemporary music? A - Sul ponticello, sul tasto, bowing behind the bridge, col legno, scratch tone, silent fingering, snap pizzicato, nail pizzicato, slapping the strings, knocking the instrument, chewing, bow glissando
Block Three: Romantic, Theater/Film, Multicultural
Q - How did Romantic composers differ from the Classical period composers? A - Romantic composers aimed for powerful expression of emotion revealing their innermost thoughts and feelings
Q - What are the characteristics of Romantic Period music? A - • More passionate melodies (song-like and lyrical) • Richer harmonies • Greater use of chromaticism • Dramatic contrasts of dynamics from ppp-fff • Great technical virtuosity • String techniques added were lush vibrato & exaggerated slides into notes.
Q - How did the Symphonic Orchestra change in the Romantic Period?
A- It was much larger to accommodate the extra sound that was needed. Wind sections became larger and piccolo, English horn, bass clarinet and bassoon were added.
Q- How did musicians make a living in the Romantic Period?
A- They are now able to work independently. They no longer had to rely on the patronage of the aristocracy or church. Musical Conservatories are founded for musical training and public concerts become part of society.
Q - What is musical Theater and Film?
A - A theatrical performance that combines songs, spoken dialogue, acting and dance. The songs usually advance the plot.
Q- What is the difference between film and stage musicals? A - The use of lavish background scenery and locations used in films, but are impractical in the theater.
Q - What is Multicultural music? A - It is music that encompasses many different styles of music from around the world and is unique to individual countries/cultures.
Q - Why is Multicultural music important? A - When we learn orchestral pieces from other cultures it helps to connect us.
Q- What are some of the characteristics unique to the piece you performed this year? A - (To be determined by repertoire - could include rhythm, texture and techniques.)
Block Four: Programmatic, Jazz Q- What is Programmatic Music A - music that tells a story
Q -Name three main types of Programmatic Music for Orchestra. A - Programme Symphony, Concert Overture, Symphonic/Tone Poem
Q - What is Jazz swing? A - playing a note just before or after the beat. This gives the music a flexible, relaxed feel.
Q - How is Jazz different from Classical or Romantic music? A - jazz musicians almost never play a tune the same way twice. Most jazz is improvised and not fixed by the composer.